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Kinesiology 280-01
Motor Development
Fall 2011
Instructor: Matthew D. Lucas
Email: lucasmd@longwood.edu
Class Time: 8:00 – 8:50, MWF
Class Location: Hull 132
Office: Willet 150
Office Tel: (434) 395-2538
Office Hours: 9:00 – 10:00, MWF
1:00 – 2:00, TR
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Course description: This course emphasizes the sequential, age-related, and continuous
processes whereby movement behavior changes across the life span. Attention is directed
toward physical growth and aging as well as acquisition of basic skills, perceptual motor
development, and fitness development. Implications for future exercise scientists and physical
educators are emphasized. 3 credits
Required Text:
Haywood, K. M. & Getchell, N. (2009). Life Span Motor Development. (5th Ed.). Champaign,
IL: Human Kinetics.
Required Materials:
Access to email, an email account, Internet, and computer with a variety of software including
word processing software.
Course objectives: Upon successful completion of this course the student will be able to:
1. Define motor development and its relationship to teaching/coaching.
2. Describe the theories currently used to study motor development.
3. Describe the course of body growth and aging over the life span.
4. Describe the increasing role of extrinsic factors on growth and development and
the increasing role of extrinsic factors as individuals proceed through the life span
5. Identify typical patterns of growth while recognizing individual differences in the
timing of growth.
6. Distinguish between growth and maturation.
7. Identify developmental changes in the skeletal, muscular, adipose, endocrine, and
neural systems over the life span and their interactions with one another
8 Explain the relationship between infants’ early and later movements
9. Explain how early movements are shaped by a variety of constraints.
10. Outline the principles of motion and stability that lead to proficient motor
performance.
11. Demonstrate knowledge of the fundamentals of human locomotion; the types;
their development; and the different individual constraints that affect their
development.
12. Discuss the development of ballistic skills; the types; their development; and the
different individual constraints that affect their development
13. Discuss the development of manipulative skills; the types; their development; and
the different individual constraints that affect their development
14. Describe the developmental changes in vision, audition, and kinesthetic systems
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and discuss the changes in these systems across the life span.
15. Identify and describe the factors influencing perceptual motor development.
16. Discuss the interaction between perception and action in motor development and
their changes across the life span
17. Describe the social and cultural constrains in motor development.
18 . Describe the psychological constraints in motor development; social influences,
self-esteem; motivation; and attributions for success and failure in physical
activity.
19. Discuss the role of knowledge as a functional constraint.
20. Demonstrate knowledge of the development of physical fitness.
21. Describe and apply motor learning and psychological/behavioral theory related to
skillful movement, physical activity, and fitness (NASPE, 1.2)
22. Describe and apply motor development theory and principles related to skillful
movement, physical activity, and fitness (NASPE, 1.3)
23. Analyze and correct critical elements of motor skills and performance concepts (NASPE,
1.5)
This course provides the content knowledge for meeting NASPE Standard 1.3
Technology Standards:
In keeping with the technology based initiatives at Longwood University, the student should
have knowledge and ability to:
1. Identify and evaluate technology resources and technical assistance.
2. Model safe, responsible, legal and ethical use of technology and implement school
acceptable use policies including fair-use and copyright guidelines and Internet user
protection policies.
3. Design and implement and assess learner-centered lessons that are appropriate and
effective practices and learning with technology.
4. Facilitate students' individual and collaborative use of technologies to locate, collect,
create, produce, communicate, and present information.
5. All assignments are to be submitted typed and in a professional format.
Professionalism:
This concept includes all of the professional behaviors that will be expected when you
become employed as an elementary school teacher. Such behaviors include appropriate conduct,
on-time attendance, turning in work on time, and proper appearance in professional settings.
Attendance:
Attendance at all classes is expected as a part of your professional behaviors as noted above.
Thus, Longwood University guidelines will be followed (absent 10% = reduction of one letter
grade & absent 25% = failure in course). If a student expects to be absent from a class,
notification to the instructor would be strongly encouraged. It is the student’s responsibility to
notify the instructor if he/she is tardy as attendance will be taken at the beginning of the class.
Also, three tardies will equal one unexcused absence.
Late Work:
All work is due on the date it is assigned. No late work will be accepted. Problems with
your computer or printer do NOT permit you any exceptions to the above requirements.
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Although these are the guidelines, the instructor does reserve the right to allow the submission of
late work as a result of individual, unforeseen circumstances.
Professional Dress:
Students are expected to wear clothing that is appropriate for an educational setting which
includes shirts that are tucked in and not wearing a hat or cap. It is to be remembered that you
are to be dressed for activity for all classes, unless otherwise noted. Students are expected not to
chew gum during class. Exceptions will be made based on the instructor’s discretion.
Accommodations of Special Needs:
Any student who feels s/he may need an accommodation based on the impact of a physical,
psychological, medical, or learning disability should contact me privately. If you have not
already done so, please contact the Office for Disability Services (103 Graham Building, 3952391) to register for services.
Honor Code:
The importance of the college community adhering to an Honor Code and to the highest
standards of integrity can not be overstated. All students are deemed honorable unless their
conduct proves otherwise. As members of the community of Longwood University are expected
to live by the Honor Code and pledge all class work. All academic work, written or otherwise,
submitted by students to their professors or other academic supervisors is expected to be the
result of their own thought, research, or self-expression. In cases where students feel unsure
about a question of plagiarism involving their work, they are obliged to consult their
instructors/professors on the matter before submission of such work. When students submit work
purporting to be their own, but which in any way borrows ideas, organization, wording or
anything else from another source without appropriate acknowledgment of the fact, the students
are guilty of plagiarism.
Plagiarism includes reproducing someone else's work, whether it is a published article,
chapter of a book, a paper from a friend or some file (or the Internet). Plagiarism also includes
the practice of employing or allowing another person to alter or revise the work, which a student
submits as his/her own, whoever that other person may be. Students may discuss assignments
among themselves or with a professor or tutor, but when the actual work is done, the student, and
the student alone must do it. When a student's assignment involves research in outside sources or
information, the student must carefully acknowledge exactly what, where and how he/she has
employed them (This is especially true of information obtained through Internet sources). If the
words of someone else are used, the student must put quotation marks around the passage in
question and add in appropriate indication of its origin. Making simple changes while leaving
the organization, content and phraseology intact and submitting it as your own is plagiarism.
However, nothing in these guidelines shall apply to those ideas, which are so generally and
freely circulated as to be a part of the public domain. The Honor Code will be utilized to its
fullest extent.
Course Requirements:
 It should be noted that the instructor will make every effort to remain true to the
schedule, course content, and assignments. However, the instructor does reserve the right
to change these items as he sees appropriate.
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Grading:
Test #1: 20%
Test #2: 20%
Test #3: 30%
Final: 30%
Grading Scale:
90% - 100% = A, 80% – 89% = B, 70% – 79% = C, 60% – 69% = D, below 60% = F
Course schedule
Date – Week Topic of Discussion/Activity
8/22– 8/26
8/29 – 9/2
9/5 – 9/9
9/12– 9/16
9/19– 9/23
9/26 – 9/30
10/3 – 10/7
10/10– 10/14
10/17– 10/21
10/24 – 10/28
10/31 – 11/4
11/7 – 11/11
11/14 – 11/18
11/21 – 11/25
11/28 – 12/2
Orientation to Course, M
Fundamental Concepts (Ch. 1), W
Fundamental Concepts (Ch. 1-cont.), F
Theoretical Perspectives in Motor Development (Ch. 2), M
Theoretical Perspectives in Motor Development (Ch. 2-cont.), W
Principles of Motion and Stability (Ch. 3), F
Labor Day, M
Principles of Motion and Stability (Ch. 3 – cont.), W
Physical Growth, Maturation, and Aging (Ch. 3 – cont.), F
Physical Growth, Maturation, and Aging (Ch. 4), M
Physical Growth, Maturation, and Aging (Ch. 4 – cont.), W
Test #1 (Ch 1-4), F
Go over test & Development and Aging of Body Systems (Ch. 5) , M
Development and Aging of Body Systems (Ch. 5 – cont.) , W
Development and Aging of Body Systems (Ch. 5 – cont.) , F
Early Motor Development (Ch. 6), M
Early Motor Development (Ch. 6 – cont.), W
Development of Human Locomotion (Ch. 7), F
Development of Human Locomotion (Ch. 7 – cont.), M
Development of Human Locomotion (Ch. 7 – cont.), W
Development of Ballistic Skills (Ch. 8), F
10/10 – Fall Break
Development of Ballistic Skills (Ch. 8 – cont.), W
Development of Ballistic Skills (Ch. 8 – cont.), F
Test #2 (Ch 5-8), M
Go over test & Development of Manipulative Skills (Ch. 9) , W
Development of Manipulative Skills (Ch. 9 – cont.), F
Development of Manipulative Skills (Ch. 9 – cont.), M
Sensory Perception Development (Ch. 10), W
Sensory Perception Development (Ch. 10 – cont.), F
Sensory Perception Development (Ch. 10 – cont.), M
Perception and Action in Development (Ch. 11), W
Perception and Action in Development (Ch. 11 – cont.), F
Social and Cultural Constraints in Motor Development (Ch. 12), M
Social and Cultural Constraints in Motor Development (Ch. 12 – cont.), W
Class Cancelled, F
Psychosocial Constraints in Motor Development (Ch. 13), M
Psychosocial Constraints in Motor Development (Ch. 13 – cont.), W
Psychosocial Constraints in Motor Development (Ch. 13 – cont.), F
Knowledge as a Functional Constraint in Motor Development (Ch.14), M
11/23 – 11/25 - Thanksgiving
Knowledge as a Functional Constraint in Motor Development (Ch. 14 – cont.), M
Test #3 (Ch. 9-14), W
Go over test & review for final, F
Assignments Due
9/16 – Test #1 (Ch. 1-4)
10/17– Test #2 (Ch. 5-8)
11/30 – Test #3 (Ch. 9-14)
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Final Exam (Ch. 1-14)
Final Exam (Ch. 1-14)
Bibliography:
Gabbard, C. (2008). Lifelong Motor Development. Pearson Benjamin Cummings: San
Francisco, CA.
Gallahue, D. L., Ozmun, J. C. (2002). Understanding Motor Development: Infants, Children,
Adolescents, Adults (5th Ed.). McGraw-Hill: Boston.
Haywood, K. M., Getchell, N. (2001). Learning Activities for Life Span Motor Development. Human
Kinetics: Champaign, IL.
Payne, V. G, Isaacs, L. D. (2008). Human Motor Development: A Lifespan Approach (7th Ed.).
McGraw-Hill: Boston.